Education in Australia can often seem like a labyrinth of acronyms and tests, with NAPLAN (National Assessment Program — Literacy and Numeracy) being one of the most significant. Conducted annually, NAPLAN assesses the literacy and numeracy skills of students in years 3, 5, 7, and 9 across the country’s 10,000 schools. The test serves a dual purpose: providing individual results for students and schools, while also offering insights into the overall health of the national education system.
Recent media reports have focused on the national averages released, highlighting a concerning trend: approximately one-third of students are not meeting expectations in literacy and numeracy. This has prompted analysts to sound the alarm over the latest NAPLAN results, which, despite some isolated improvements, largely remain stable.
The Importance of NAPLAN Scores
Parents have received their children’s individual results over the past fortnight, and experts emphasize the importance of reviewing these scores. NAPLAN tests fundamental literacy and numeracy skills, which are essential for everyday life and future success, regardless of whether a student pursues higher education.
“NAPLAN is actually a test of applied skill, assessing literacy and numeracy skills that are crucial for day-to-day life,” said Jordana Hunter, Education Director at the Grattan Institute.
Hunter argues that ideally, 90 percent of students should be in the top two proficiency standards — “exceeding” and “strong.” However, only two-thirds are achieving this, with a third rated as “developing” or “needing additional support,” indicating they are not meeting the expectations defined as “challenging but reasonable.”
Who Should Be Concerned?
NAPLAN results are categorized into four achievement bands: exceeding, strong, developing, and needs additional support. For parents of children in the top two bands, the focus may be on extending learning opportunities. However, for those in the lower two bands, immediate action is crucial to ensure their children’s educational and future success.
“The labels can be misleading,” Hunter noted. “Parents of children in the ‘developing’ or ‘needs additional support’ categories should consult with teachers promptly.”
Glenn Fahey from the Centre for Independent Studies concurs, describing low NAPLAN scores as a “code red” for student achievement. He warns that students who fall behind early have little chance of catching up by the end of their schooling.
Addressing the Gaps
Research by the Australian Education Research Organisation (AERO) shows that fewer than one in five students who fall behind in Year 3 catch up by Year 9. This underscores the necessity of early intervention to prevent widening gaps. In response, governments are considering earlier testing in Year 1 for phonics and numeracy, aiming to identify struggling students before they reach NAPLAN.
Additionally, a new $16 billion school funding agreement includes tutoring programs where students work in small groups to recover missed knowledge. Dr. Hunter recommends that parents engage with teachers and reinforce learning at home through activities like reading and simple math exercises.
“Working on timetables at home and practicing addition and subtraction can be done anywhere, even on the way to the supermarket,” Hunter suggested.
Support for Disadvantaged Families
For disadvantaged families, the Smith Family’s Learning for Life program assists 71,000 children with schooling costs. CEO Doug Taylor highlights the financial barriers many parents face, impacting their children’s academic outcomes and wellbeing.
“A lack of access to school essentials affects students’ academic outcomes and has long-term educational consequences,” Taylor stated.
Systemic Changes Needed
Beyond individual efforts, systemic changes in teaching practices are essential for improving NAPLAN results. Professor Joanna Barbousas from La Trobe University stresses that current shortcomings reflect a system that has not adapted to effective teaching methods.
“When a third of students are missing the mark, it’s not about individual shortcomings, but a system that hasn’t kept pace with what we know works,” Barbousas explained.
Experts agree that reshaping teacher education and policy to meet the needs of all communities is crucial, though such changes may take three to five years to yield results.
As the debate over NAPLAN continues, the focus remains on ensuring that every student has the opportunity to succeed, regardless of their starting point. The path forward involves both immediate interventions for those falling behind and long-term systemic reforms to support all students.
